Идёт набор NCT07538453

Active Breaks and Executive Function in Scholars

Без фазы С лечением Creativity Executive Function (Cognition) Psychological Wellbeing

Ориентир для пациента и семьи

Простыми словами

Автоматическая сводка по структурированным данным реестра. Она помогает сориентироваться, но не заменяет официальный протокол или оценку врача.

Что изучают: В протоколе указаны: Active Break.
Кому может быть актуально: Состояния в реестре: Creativity, Executive Function (Cognition), Psychological Wellbeing. Базовые параметры: 11 лет — 12 лет · Все.
Что важно проверить: Возраст, диагноз и пол — только базовые ориентиры. Предыдущее лечение, анализы и другие обязательные условия указаны ниже в критериях участия.
Где проводится: Испания
Следующий шаг: Сохраните исследование, покажите его лечащему врачу и уточните актуальный статус у исследовательского центра. Расходы, документы и поездка →

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Официальное название

Active-breaks, Learning, Creativity and Emotional Health in Preadolescent Students (ACTISTOP)

Обзор

This study aims to examine whether short bouts of exercise (10 minutes) performed during the school day can improve thinking skills, creativity and emotional wellbeing in primary school children. Specifically, children aged 11-12 years will be randomly assigned to perform either a short aerobic exercise break, a strength-based exercise break, or a seated control activity. The study will evaluate how these 10 minutes activity breaks influence attention, working memory, creativity, and emotional wellbeing state after completing cognitively demanding tasks. The findings will help to identify effective strategies to integrate physical activity into the classroom to enhance learning and overall well-being in school settings.

Подробное описание

This study investigates the effects of short classroom-based physical activity breaks on cognitive performance, creativity and emotional wellbeing in primary school children aged 11 to 12 years. Many children spend long periods sitting during the school day, which may negatively affect attention, learning, and overall health. Introducing brief "active breaks" during class time has been proposed as a practical strategy to interrupt sedentary behavior and promote both physical and cognitive benefits.

In this study, participants will be randomly assigned to one of three groups: an aerobic exercise group, a strength-based (neuromuscular) exercise group, or a control group that remains seated and watches a low-demand video. All interventions will last approximately 10 minutes and will be delivered in a standardized format including a warm-up, main activity, and cool-down.

To better reflect real classroom conditions, participants will perform academic tasks (e.g., reading and mathematics) prior to the intervention to induce cognitive fatigue. At baseline, before and after the intervention, children will complete a series of simple tasks and questionnaires designed to assess key aspects of cognitive function, such as attention, working memory, and inhibitory control, as well as creativity and emotional state.

In addition, participants will undergo physical fitness assessments (e.g., strength, cardiorespiratory fitness, and body composition). These measures will be used as potential moderating variables or to explore associations between physical fitness levels and cognitive and emotional responses to the activity breaks.

The main objective of the study is to determine whether these short activity breaks can produce immediate improvements in cognitive, creativity and emotional outcomes, and whether different types of exercise (aerobic vs. strength-based) have distinct effects. The results of this study may help schools and educators design effective, evidence-based strategies to integrate physical activity into daily classroom routines, with the goal of improving students' learning, wellbeing, and overall development.

Вмешательства

Другое Active Break
A 10-min active break format was selected to maximize feasibility within school settings. All conditions followed an identical temporal structure consisting of a 1-min warm-up, an 8-min main activity phase, and a 1-min cool-down delivered through standardized instructional videos that guided students in reproducing and observing the correct technique and execution of the exercises.

Первичные конечные точки

Self-perceived emotional state [Срок оценки: Example assessment timeline: baseline assessment (9:00 a.m.); pre-intervention assessment (following cognitively demanding tasks; 10:00 a.m.); and post-intervention assessment (immediately after the active break protocol; 10:25 a.m.).]
Executive Function [Срок оценки: Example assessment timeline: baseline assessment (9:00 a.m.); pre-intervention assessment (following cognitively demanding tasks; 10:00 a.m.); and post-intervention assessment (immediately after the active break protocol; 10:25 a.m.).]
Creativity [Срок оценки: Example assessment timeline: baseline assessment (9:00 a.m.); pre-intervention assessment (following cognitively demanding tasks; 10:00 a.m.); and post-intervention assessment (immediately after the active break protocol; 10:25 a.m.).]

Вторичные конечные точки (12)

Socioeconomic status [Срок оценки: Measured once (one-week before the intervention)]
Sleep Pattern [Срок оценки: Measured once (one-week before the intervention)]
Self-reported Physical Fitness [Срок оценки: Measured once (one-week before the intervention)]
Diet Pattern [Срок оценки: Measured once (one-week before the intervention)]
Physical Activity Enjoyment [Срок оценки: Measured once (one-week before the intervention)]
Affective State [Срок оценки: Measured once (one-week before the intervention)]
Sedentary Behavior [Срок оценки: Measured once (one-week before the intervention)]
Resting Heart Rate [Срок оценки: Measured once (one-week before the intervention)]
Systolic Blood Pressure [Срок оценки: Measured once (one-week before the intervention)]
Diastolic Blood Pressure [Срок оценки: Measured once (one-week before the intervention)]
Daily physical activity [Срок оценки: During one week before the intervention procedure.]
Handgrip Strength Test [Срок оценки: Measured once (one-week before the intervention)]

Критерии участия

Критерии включения

Students enrolled in the 5th and 6th grades of primary education in the city of Castellón, with continuous academic progression and no history of grade retention.
Students without diagnosed physical, neurological, or cognitive disorders.